Transcript www.madison.k12.ky.us

Office of Assessment and Accountability
Kentucky Department of Education
August 2011
1
Allegation
Inappropriate
Assistance/Intervention by Staff
Test Security (Staff)
Test Security (Student)
Out of Order (Staff)
# of Incidents
Out of Order (Student)
Special Education
Student Action
Missing Test Booklets
Other
Unavailable
August 2009
2
Allegation
Inappropriate
Assistance/Intervention by Staff
Test Security (Staff)
Test Security (Student)
# of Incidents
26
41
7
Out of Order (Staff)
48
Out of Order (Student)
60
Special Education
54
Student Action
27
Missing Test Booklets
Other
1
36
August 2009
3
 To
review the appropriate practices for the
state assessment system as defined in the
Administration Code for Kentucky’s
Educational Assessment Program (703 KAR
5:080)
Revised September 2009
 To
review the Inclusion of Special Populations
in the State-Required Assessment and
Accountability Programs (703 KAR 5:070)
Revised February 2009
August 2011
4
I.
II.
III.
IV.
V.
VI.
Rationale
Appropriate Assessment Practices
Violations of the 703 KAR 5:080 Administration
Code
Review of Secure Assessment Components
Proper Reporting of Nonacademic Indicators
Signature Page
August 2011
5
ACCEPTABLE
NOT ACCEPTABLE
From the Regulation
Positive Statement
 Aligns
 Topic Change appears
below line in regulation


New or Clarified
information in Bold
Blue
Negative Statement
 Aligns
 Topic Change appears
below line in regulation


New or Clarified
information in Bold Blue
From the PowerPoint
August 2011
6
Multiple state-required assessments
1.
Professional Ethics
 704 KAR 20:680
2.
Educational Defensibility
 Teach the content
3.
Student Ownership
 All work done entirely by the student
August 2011
7
EOC
K-PREP
(CRT/NRT)
ACT
Alternate
Assessment
PLAN
Access
EXPLORE
KY
NonAcademic
Data
August 2011
8
Test Security, Procedures for
Reporting Errors, Classroom
Materials, Administration Practices,
Test Preparation, Inclusion of Special
Populations, & Alternate Assessment
August 2011
9
 Requires
annual training for all individuals
involved in any component of the state
assessment
 Annually
read and comply with documents and
manuals specific to the state-wide assessment
 Training
includes “documents and
administration manuals specific to staterequired assessment components”
August 2011
10
 Training
must be completed prior to any state
required assessment administration
 703
KAR 5:080 & 703 KAR 5:070 shall be
reviewed prior to spring test administration by
all involved in assessment
August 2011
11
“DACs, administrators, and teachers shall ensure
the security of the assessment materials before,
during, and after test administration.”
“When not being used for a scheduled testing
session, all assessment materials shall be stored
in a secure location with access granted to
authorized personnel only.”
August 2011
12
ACCEPTABLE
 Using
Kentucky’s
Core Content for
Assessment
 Using released
items
 Signing of
nondisclosure forms
by noncertified
personnel assisting
with testing
NOT ACCEPTABLE
 Revealing
any secure
test item
 Using secure test
items to prepare
students for
assessment
 Taking notes about or
discussing the
content, concepts or
structure of any
secure test item
August 2011
13
ACCEPTABLE
 Using
technology to
save responses to
CDs or portable
drives (i.e., flash
drives, floppy discs,
etc.)
 Copying of Alert
Papers by DAC, BAC
or school
administrator
NOT ACCEPTABLE
 Saving
student
responses
electronically to local
drives or network drive
 Reproducing secure
test materials in any
way
 Access to electronic
devices with wireless
communication or
imaging capabilities
August 2011
14
ACCEPTABLE
 Destroying
student
notes, rough drafts
or scratch paper
after testing
 Visually scanning
student response
booklets for stray
marks and “good
faith effort”
NOT ACCEPTABLE
 Scoring
of test items
or rough drafts is not
permitted
 Reading student
responses in entirety
for “good faith effort”
is not permitted
August 2011
15
ACCEPTABLE
Distributing Test
Administration
Manuals (TAMs) to
administrators or
proctors prior to the
testing window
 Distributing tests in
the order of the
shrink-wrapped
packages
 Ensuring that reusable
test materials are free
of any marks made by
past students

NOT ACCEPTABLE
Making test booklets
available to administrators
or proctors prior to the
testing window
 Showing test items to
anyone not administering
the test
 Leaving test booklets
unattended outside of
locked storage
 Storing test booklets in a
classroom without doublelocked storage

August 2011
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Example – For DAC
Sent to KDE from DAC
Grade Level
Grade 4
Content Area & Part
Reading – Part B
Form
Form 3A
Page Number
Page 30
Identify item as multiple
Multiple Choice Item # 2
choice or open response or
on-demand writing prompt Do not reproduce test item!
Error or Problem
No correct answer
choice provided
August 2011
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Content information or strategies/processes
cannot be displayed on any classroom surface,
including clothing.
Materials containing content information or
strategies/processes added to classroom surfaces
during instruction must be removed or covered
during the assessment.
Periodic tables and motivational-type posters may
remain.
August 2011
18
What are acceptable
materials on the walls,
ceilings, floors, blinds,
windows and clothing during
testing?
ACTIVITY
August 2011
19
 Dictionaries
& Thesauri for on-demand writing
 Calculators as designated in the administration
manual for that assessment
 Refer to EXPLORE, PLAN & ACT manuals for
acceptable calculators
 Blank
writing or graph paper, blank overlay
sheets, and bookmarks which are free of
content
 No extra paper is allowed for On-Demand
Writing.
August 2011
20
 Sharing
calculators during testing session
 Leaving
the testing area for calculators,
dictionaries, thesauri, blank writing or graph
paper, etc.
 Having
materials or information at the student
workstation that was not sent as a part of the
assessment
August 2011
21
General Instructions
“Do your best”
“Stay on task”

Assistance or Evaluative
Comments
“You can do better.”
“You can write more.”
August 2011
22
 Accommodations
for assessment shall be
consistent with a student’s current IEP, 504
Plan or PSP.
 Accommodations for one student shall not
interfere or influence the assessment of
another student.
 Students who exhibit disruptive behavior prior
to or during testing may be tested in a different
location from their peers.
August 2011
23
 Restroom
breaks are allowed, if the student is
monitored at all times.
 Lunch Break
 Tests should be scheduled to avoid lunch.
 If lunch is unavoidable, it should be brought to the
students in the testing area.
 If there are too many students to bring lunch to the
testing area, then students may be escorted to the
lunchroom and monitored to prevent discussion.
August 2011
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August 2011
25
All students in the same grade level in
the same school must be simultaneously
assessed in the same content area.
• Students that are absent should resume
testing with their class in the section that
the class is testing.
• Example: A student that was absent for Part
A and returns to school when Part B is
being administered will take Part B with the
class. Then he will take Part A in a makeup
session later.
August 2011
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

Time Limits and extended time for each
assessment must be followed per the
administration manual.
Students with extended time as an
accommodation on an IEP, 504 Plan or PSP
may have additional time during that school
day.
August 2011
27
 If
a student is ill and cannot finish the test
section, the student may complete that section
later. The student may not return to previously
answered parts of the section.
 If
a student leaves during the test session for a
reason other than sudden illness, the student
cannot complete the test section at a later time.
August 2011
28
ACCEPTABLE –
Instructional Practice
NOT ACCEPTABLE –
Instructional Practice
• Continuing normal
instruction during
testing window
• Cessation of normal
instruction during
testing window
• Ongoing regular
review of year long
content
• Review of content
based upon
information from
secure test materials
• Embedded test taking
strategies in regular
content instruction
• Test item retaken for
disciplinary purposes
• Test prep courses with
no link to Program of
Studies
August 2011
29
 Test
preparation or practice activities are not
to be conducted instead of regular classroom
instruction.
 Teachers
and other staff shall not be required
to conduct test preparation or practice
activities outside the normal work day.
August 2011
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 Can
include pre-writing requirement (type to
be determined by the student)
 Cannot
require complete first drafts
 Cannot
include evaluative statements or grade
assignments of test answers
 Cannot
give feedback until after test booklets
are returned to the BAC or DAC
August 2011
31
Shall be consistent with those
applied within the regular
curriculum or with the larger school
program in general and attainable
year round for student achievement.
August 2011
32
 Follow
School Food Services Guidelines and local
and state boards finance policies.
 Local
school board funds or cash awards from
school activity funds generated by students shall
not be used for student incentives.
 ESS
funds shall not be used for test preparation.
 Donations
from individuals, businesses, parents or
school staff can be used for student incentives.
August 2011
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 Those
providing accommodations must be
trained in Administration Code and how the
student uses accommodations.
 Accommodations
during an assessment shall
be consistent with 703 KAR 5:070, Procedures
for the Inclusion of Special Populations
August 2011
34
 Students
in program have primary
ownership of assessment pieces
 Yearly
training for administration is
required
 Alternate
Assessment components are
secure materials
 Altering
results of Alternate Assessment
components is prohibited
August 2011
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August 2011
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 All
allegations, or perceived inappropriate
testing procedure or behavior, should be
reported to the Building Assessment
Coordinator (BAC) and then to the District
Assessment Coordinator (DAC).
 If
the DAC is the one not following proper
procedure and does not correct or report the
situation, a call or e-mail can be placed to the
Allegations Coordinator in the Office of Legal
Services by any concerned person.
August 2011
37
Step 1
Allegation referred to KDE Allegation Coordinator
Step 2
KDE manages investigation process
Step 3
Findings reported to Board of Review
Step 4
Board of Review makes recommendations to
Commissioner of Education
Step 5
Commissioner of Education makes final determination
Step 6
Augustto
2011be taken
38
District receives letter from KDE with action
August 2011
39


Parents and Others not employed by a
Kentucky Public School District may:
review secure materials at the KDE
office in Frankfort and not at the local
district.
A nondisclosure statement must be
signed before reviewing secure
assessment components.
August 2011
40
August 2011
41
 Local
districts shall:
◦ report data to KDE.
◦ inform KDE of any errors in reporting.
 Data
that is reported is lagged by one year.
◦ Example: Information reported in fall will be
information regarding students in the prior school
year.
August 2011
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August 2011
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August 2011
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Office of Assessment and
Accountability
Division of Support and Research
(502)564-4394
[email protected]
August 2011
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Page 46
INCLUSION OF SPECIAL
POPULATIONS
August 2011
Kentucky Department of Education
Office of Assessment and Accountability
Page 47
INCLUSION OF SPECIAL
POPULATIONS
August 2011
In the State-Required Assessment and Accountability Programs
703 KAR 5:070
Section
Page
Table of Contents
48









Introduction, Background and Purpose
Student Inclusion
Summary of the Standards for Inclusion of Special
Populations
Section 1- Inclusion of Students with Disabilities
Section 2- Inclusion of Students in Non-A1 Schools and
State Agency Children
Section 3- Inclusion of Limited English Proficiency (LEP)
Students
Section 4- Inclusion of Students Receiving Instruction in
Home/Hospital Settings
Section 5- Inclusion of Students with Temporary Medical
Conditions That Necessitate Accommodations for
Participation
Section 6- Conditions for Implementing Accommodations
August 2011
Outline
49
1.Students Participating in State Assessments
a. Without Accommodations
b. With Accommodations
c. Alternate Assessment
2.
3.
4.
5.
Other Special Issues
Limited English Proficiency
Home/Hospital/Medical
Specific Accommodations with Prompting/Cueing
Activity
6. KDE Contacts
7. Situations Activity
August 2011
Section 1
50
Who Participates in State
Assessments?

Students with no accommodations

Students with accommodations

Alternate Assessment
August 2011
Pg.5 thru 7
Section 1
Page 6
With No Accommodations
51


Students who have been referred to an
Admissions and Release Committee (ARC) or
504 committee, but the evaluation or eligibility
process have not been completed.
Students with disabilities not receiving special
education and related services or
accommodations and interventions under
section 504.
August 2011
Section 1
Page 6
With Accommodations
52



Students who have a current Individualized
Educational Plan(IEP), 504 Plan or Program
Services Plan(PSP).
Students who meet the eligibility requirement for
one of the disability categories under KAR 707
Ch. 1 or section 504 of the Rehabilitation Act of
1973.
Students who receive specially designed
instruction and related services.
August 2011
Section 1
53
Page 6
Purpose of Accommodations
Based on the individual needs of the
student and not on a disability
category
Evaluation information or data
support the need for intervention and
accommodations in the specific area
of need
Part of the student’s routine
instructional program
Allowing the student to access the general curriculum
and show what they know and are able to do
LEVEL THE PLAYING FIELD
August 2011
Section 1
Page 6 and 7
Alternate Assessment
54



Components of the Alternate Assessment:
Attainment Tasks (AT)
Transition Attainment Record (TAR)
Must be documented in student’s IEP that the student
qualifies for the Alternate Assessment
Accommodations must be marked and applied in the same
manner on the general assessment
August 2011
Section 1
Page 7
Other Special Issues
55
21 year old students – If they age out prior to
testing, they do not have to complete that
year’s testing.
Skip a grade – If a student is passed to a
grade, skipping a grade within the
accountability system, they have to participate
in the components they are passing.
Students making successful transitions – With
the exception of Alternate Assessment
students, schools are accountable for all
students’ successful transition to adult life, with
August 2011
or without disabilities.
Section 2
Page 8
Non-A1 Programs
56
All non-A1 schools shall be included in the
overall accountability program system.
 Kentucky School for the Deaf and
Kentucky School for the Blind
 State agency children shall have the same
assessments administered as other public
school youth.

August 2011
Section 3
Pages 8 thru 13
Title III and Title I Comparison
57
August 2011
Section 1
Page 7
Limited English Proficiency (LEP) Students
(as defined in 703 KAR 5:001)
58



All LEP students participate in state required
assessments
1st year LEP students take the NCLB required
mathematics (grades 3-8 and 11) and science
(grades 4, 7, 11) assessments for participation
but not part of a school/district’s score report
2nd and 3rd year LEP students take all the
assessments for that particular grade level
August 2011
Section 3
59
Pages 10
Limited English Proficiency (LEP)
Accommodations
Permitted only if listed in a student’s
Program Services Plan (PSP).
 Accommodations permitted also if LEP
students have an IEP or 504 PLAN.
 Both the current PSP, IEP or 504 PLAN
and accommodations have to be used in
an on-going basis in the mainstream
classroom.

August 2011
Section 3
Pages 11
Implementation of Accommodations
60
Assistive
Technology
Extended Time
Oral Native
Language
Support
Reader
Bilingual or
English
Glossary and
Dictionary
Simplified
Language
Scribe
Prompting and
Cueing
August 2011
Section 3
61
Pages 12
Identifying Students as English
Language Learners (ELLs)





Give each new student in your district the homelanguage survey.
If the answer to any of the 4 required home-language
survey questions is any language other than English,
then administer the screener, W-APT.
The W-APT is downloadable free to districts from the
web site: www.wida.us. Contact Chris Williams for a
password.
The results of the W-APT must be shared with parents
within the first 30 days of the school year or within 2
weeks of enrollment during the school year.
A program services committee will design a Program
Services Plan (PSP) for each identified LEP student.
The teacher will provide services throughout the year
with appropriate instructional and assessment
accommodations for each individual LEP
student.
August 2011
Section 4
Pages 13
Home/Hospital Settings
62
School personnel determine how a student in
home/hospital setting will participate:
 Participates fully
 Medically exempt if:
 Assessment would jeopardize a
student’s well being
*** An identified disability or handicapping condition alone
shall not be considered sufficient reason for granting a
medical exemption.
August 2011
Section 5
Pages 14
Temporary Medical Conditions
63

Students who become injured or develop
an ailment before or during the testing
window may be allowed appropriate
accommodations to allow their
participation in the assessment.
 Example:
Broken arm that the student writes with
can receive a scribe
August 2011
Section 6
Page 14
Implementing Accommodations
64







Age appropriate and related to verified disability
Evaluation data that supports the need in a specified
area
Not intended to reduce learning expectations or
substitute for specific instruction, not introduced for the
first time on assessment
For the purpose of students accessing the general
education curriculum
Consistent with student’s IEP, 504 or PSP
Shall not inappropriately impact the content being
measured
Shall be considered temporary strategies and shall be
faded as the student gains skill and knowledge
August 2011
Section 6
65
Page 15
Accommodations
Assistive Technology
Readers
Scribes
Paraphrasing
Extended Time
Reinforcement and
Behavior Modification
Strategies
Manipulatives
Prompting and Cueing
Interpreters
August 2011
Section 6
66
Who Can Assist With
Accommodations?
Page 15
School district decision
 Preferably someone familiar with the
student (teacher, instructional
assistant)
 Individual trained in the roles and
responsibilities of appropriate
accommodations, confidentiality, the
Administration Code and the

Inclusion Regulation.
August 2011
Section 7
Page 16
Assistive Technology
67
“An assistive technology device, as defined by
(PL 105-394), is any item, piece of equipment
or product system whether acquired
commercially, off the shelf, modified, or
customized that is used to increase or improve
functional capabilities of individuals with
disabilities.”
August 2011
• Amplification
equipment
• Noise buffers
• Magnifying
devices
• Non-calibrated
rule or template
• Communication
board and
devices
• Word processors
• Talking
calculators
• Speech-to-text
software or
devices
• Audio file
• Cranmer
Abacus
• Text-to-speech
software or
devices
• Auditory
trainer
• Electronic
dictionaries
Assistive Technology
Assistive Technology
68
Page 16
Assistive Technology
Section 6
• Braille writers
• Refresher
Braille
• Signing avatar
• Word prediction
• Screen readers
• Closed
captioned or
video material
August 2011
Section 6
Page 18
Readers
69
“If listening to a reader is the normal mode
through which the student is presented regular
print materials, reading assessments may be
read to a student on the premise that the intent
of reading is to measure comprehension.”
August 2011
Section 6
Page 18
Use of Readers
70
Read directions, prompts, situations, passages, and
stories as written unless the student meets criteria for
paraphrasing.
 Not using information to lead the student to
information needed for answering the open–response
items or multiple choice questions.
 Re-read directions, prompts, situations, passages, and
stories ONLY AT THE STUDENT’S REQUEST.
 Not pointing out parts of the task, questions or parts
skipped by the student and read individual words and
abbreviations that are mispronounced by text/screen
readers.

August 2011
Section 6
Page 18-19
Use of Scribes
71
•
•
•
Before providing a scribe the
Admissions and Release
Committee (ARC) or 504
committee should consider under
what conditions a student will
use a scribe or supplementary
aids: Braille writers,
communications boards, audio
recorder, assistive technology or
note taker
Has to be used on a routine basis
during instruction throughout the
year
Should not be used as a
replacement for writing
instruction or assistive
technology
August 2011
Section 6
Page 18-19
Don’t Use a Scribe
if….
72




the student does not have a verified
disability
the student has the ability to use written
language at a rate commensurate to peers
the student is able to produce the product,
but would be more legible if scribed
the student has a severe disability in the
area of writing but is able to use
appropriate technology to respond
August 2011
Section 6
Page 19
Scribe’s Role
73


To record the student’s work
To allow the student to show what they know
and are capable of while providing the student
with an alternative means to express his/her
thoughts and knowledge without changing
the measure of the student’s response
August 2011
Section 6
74

Page 19
Scribe’s Responsibility for
Multiple Choice
To record the answer selected by student
**NOTE** Few students will need a scribe for
this type of items. Generally, needing this
assistance will be students with physical
disabilities or visual tracking issues.
August 2011
Section 6
75



Scribe’s Responsibility for
Open-Response
Page 20
For open-response items, scribe writes what
student dictates.
Since the purpose of open-response items is
to assess application of knowledge in content
areas, scribe may record the student’s
responses using correct spelling, punctuation,
and capitalization.
HOWEVER, scribes DO NOT correct grammar,
run-on sentences, or organization of the
student’s ideas.
August 2011
Section 6
76
Page 20
Scribe’s Responsibility for OnDemand Writing



Write what the student dictates.
Shall not provide instruction or conference
with the student during the on-demand writing
prompt.
Shall not correct grammar, run-on sentences,
or organize student’s ideas.
August 2011
Section 6
Page 21
Paraphrasing
77
is used to restate printed text or oral
communication with other words that
put printed text and oral
communication into simpler
terminology.
August 2011
Section 6
Page 21
Paraphrasing
78
Can Use Paraphrasing on the On
Demand Tasks for:
 Open-Response
 Multiple
 Writing
Items
Choice Questions
Prompts
**IEP/504 must include specific goals and specially
designed instruction related to reading
comprehension, language and listening
comprehension
August 2011
Section 6
Page 21
Paraphrasing
79
Do Not Use Paraphrasing as a
Replacement for:
Reading
, Listening, and Oral
Communications Instruction
Assistive
Technology
August 2011
Section 6
Page 21
Paraphrasing
80

Paraphrasing for the state-required assessment and
accountability programs shall be consistent with
classroom instruction and includes:
 Repeating
or rephrasing the on-demand tasks,
directions, prompts, or situation.
 Breaking directions and sentences into parts or
segments or using similar words or phrases.
 But shall not include defining words or concepts or
telling a student what to do first, second, etc.
 Stories (reading passages) and content passages
may NOT be paraphrased.
August 2011
Examples of Paraphrasing
81
Good example of paraphrasing:
Directions: “Compare and contrast two different versions of “The
Three Little Pigs”.
-----Proctor says, “Tell how two stories are alike and different”.
Bad example of paraphrasing:
Item: Billy’s mother told him he was really “in a pickle” now.
What did she mean?
----Proctor says, “That means he was in trouble”.
August 2011
Section 6
Page 21
Use of Extended Time
82
Part of their
daily
instructional
routine
Students must
be making
constructive
progress on
completing
their responses
and under
supervision
August 2011
Section 6
83
Page 21-22
Reinforcement & Behavior
Modification Strategies
If ANY student’s
behavior impacts the
performance of other
students, then school
staff may remove the
student from the
assessment situation.
August 2011
Section 6
84
Reinforcement and Behavior
Modification Strategies
A student may complete the assessment if…..
 they
are moved to another location,
 standards
 test
for appropriate testing are followed,
security is maintained, and
 must
finish in the same day.
August 2011
Page 21-22
Section 6
Page 22
Manipulatives
85

Used on the state-required assessment
and development of portfolios as a
strategy to solve problems

Part of daily instruction

Student initiated
August 2011
Section 6
Page 22-25
Prompting and Cueing
86





The use of these strategies and guides for
assessment shall be student initiated and not
teacher initiated.
Prompting and cueing documents are personal to
the student and not generic.
Collection of tools to assist a student with a
disability in accessing the general curriculum
Organizers for his or her thinking and work
Management strategy to assist a student in
organizing his or her learning and memory
devices
August 2011
Visual Prompt Example
boy
bird
dog
jump
run
fly
The _______ can _______ .
87
August 2011
88
Time for a Prompting and Cueing
Activity
August 2011
Section 6
Interpreters for Students with
Hearing Impairments
89




Signing shall not be a replacement for
technology or reading instruction.
Interpreters cannot indicate correct
answers to test items.
Interpreters who are also scribes must
follow the policies on scribing.
NOTE: American Sign Language must
adhere to the grammatical equivalent of
English without adding to or elaborating
on the content.
August 2011
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90
Office of Assessment and Accountability
Division of Support and Research
502-564-4394
[email protected]
August 2011
Time for an Activity!
91
1.
2.
3.
4.
Read your situation.
Look for information in the Administration Code and/or
Inclusion Regulations.
Decide if it is a violation and place it on the wall.
Be prepared to defend your decision.
August 2011